Books For Review

To request an book for review:

  • Register as an author with this journal.
  • Log in as an author.
  • Click on the request link that corresponds to the object of interest.


  • Filter by:
  • Sort by:
##plugins.generic.objectsForReview.public.coverPage.altText##

A Guide to How Your Child Learns: Understanding the Brain from Infancy to Young Adulthood

Author: David P. Sortino
Abstract: To create a better learning brain, students must be organized, adaptive, passionate, and secure about learning. Research and follow-up studies of these traits with theoretical knowledge, may suggest why multiple intelligence, child development theory, learning styles, and cognitive development should be included in every teacher’s playbook. 
magical child (fantasy and imagination), while expecting students to successfully transition to school learning, regardless of their ability or interest level. 
Walk into any school and observe the writing or artwork on the school’s walls and you will see an incredible mixture of abilities and imagination. This mixture could be a barometer of your child’s learning abilities and actual school success.
Publisher: Rowman & Littlefield Publishers
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

A Guide to Managing and Leading School Operations: The Principal's Field Manual

Author: Jerome Cranston
Abstract: This book fills a gap in the training of educational leaders by orienting them to the vitally important business operations required to run a school including personnel, finances, and risk.
Publisher: Rowman & Littlefield Publishers
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

A Holistic Approach For Cultural Change: Character Education for Ages 13-15

Author: Marc Levitt
Abstract: Marc Levitt's A Holistic Approach for Cultural Change: Character Education for Ages 13-15 asks educators to consider how our contemporary curriculum and pedagogy supports isolation and competition, rather than our goals for school culture change. Mr. Levitt explores themes such as 'vengeance,' 'prejudice,' 'communications in relationships,' 'trapping oneself in past behaviors,' 'respecting one's heritage,' and 'learning to embrace one's own story' through his original stories. Suggestions for curriculum and pedagogical changes follow, helping educators share the larger personal and social implications of Mr. Levitt’s stories, while teaching and demonstrating how we are ‘All in it Together’. A Holistic Approach for School-Based Culture Change: Character Education for Ages 13-15helps educators build a caring and socially intelligent community of students in a way that is neither 'preachy' nor condescending, acknowledging and encouraging our ‘mutuality of interests.
Publisher: Rowman & Littlefield Publishers
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

A Literature of Questions: Nonfiction for the Critical Child

Author: Joe Sutliff Sanders
Abstract: The first book to theorize children’s nonfiction from a literary perspective, A Literature of Questions explains how the genre speaks in unique ways to its young readers, inviting them to the project of understanding. It lays out a series of techniques for analysis, then applies and nuances through extensive close readings and case studies of books from the past half century.
Publisher: U
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

A Quiet Revolution: One District's Story of Radical Curricular Change in High School Mathematics

Author: Michael D. Steele
Author: Craig Huhn
Abstract: From its roots as a rural high school housed in a single building in the 1980s, the high school mathematics staff has grown an innovative, meaningful high school mathematics curriculum that sees nearly every student in the district completing the equivalent of Precalculus. Tracking was dropped in favor of an evolving suite of supports designed to promote student success in unifying, rather than segregating, ways. Mathematics classrooms in Holt are discourse-rich environments where teachers and students explore meaningful uses for mathematics as they reason and problem solve together. This transformation took place and persists amidst changing professional partnerships, shifting district demographics, increasing accountability measures at the state and national level, and turnover in teaching staff and district leadership.
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Agency, Structure and the NEET Policy Problem: The Experiences of Young People

Author: Ian Thurlby-Campbell
Author: Leslie Bell
Abstract:

For many years, government policy has associated young people 'being NEET' (Not in Education, Employment or Training) with educational underachievement, worklessness, generational poverty, poor health, antisocial behaviour, and reduced life expectancies. Researchers and policymakers continue to debate whether young people become NEET as a result of their own choices (i.e. their personal agency), or as a result of external factors (i.e. social, political and economic structures). Most recognise that the truth is somewhere between the two, but a clear understanding of how each interacts in causing young people to become NEET has so far been elusive, making the development of effective policy and practice problematic. Agency, Structure and the NEET Policy Problem makes headway against this problem through an original approach that draws on social cognitive theory and the lived experiences of young people themselves.

 

Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Ambitious Science Teaching

Author: Mark Windschitl
Author: Jessica Thompson
Author: Melissa Braaten
Abstract: Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.
Publisher: Harvard Education Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

An Alternate Pragmatism for Going Public

Author: Jim Webber
Abstract:

An Alternate Pragmatism for Going Public interrogates composition’s most prominent responses to contemporary K–16 education reform. By “going public,” teachers, scholars, and administrators rightfully reassert their expertise against corporate-political standards and assessments like the Common Core, Complete College America, and the Collegiate Learning Assessment. However, author Jim Webber shows that composition’s professional imperative for self-defense only partly fulfils the broader aims of “going public,” which include fostering public participation that can assess and potentially affirm the public good of professional judgment.

Drawing on the pragmatic/democratic tradition, Webber envisions an alternate rhetoric of professionalism, one that not only reasserts compositionists’ expertise but also expands opportunities for publics to authorize this expertise. While this public inquiry and engagement may not safeguard professional standing against neoliberal reform, it reorients composition toward an equally important goal, enabling publics to gauge the adequacy of the educational standardization so often advocated by contemporary reform.

An Alternate Pragmatism for Going Public shows how public engagement can serve composition’s efforts related to “going public.”

Publisher: Utah State University Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Best Practices in Professional Learning and Teacher Preparation in Gifted Education

Editor: Angela M. Novak
Editor: Christine L. Weber
Abstract: Drawing on both literature in the field and research-based best practices in professional learning, this series provides the reader with a foundation for designing and implementing effective professional development experiences for educators working with gifted learners. This volume focuses on a variety of techniques and methods in professional development. From reflection practices, to using case studies, to incorporating technology, authors provide specific tools and resources to consider when delivering effective professional development related to this specific population of learners.
Publisher: Prufrock
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Black Boys Apart: Racial Uplift and Respectability in All-Male Public Schools

Author: Freeden Blume Oeur
Abstract: While single-sex public schools face much criticism, many Black communities see in them a great promise: that they can remedy a crisis for their young men. Black Boys Apart reveals triumphs, hope, and heartbreak at two all-male schools, a public high school and a charter high school, drawing on Freeden Blume Oeur’s ethnographic work. We meet young men who felt their schools empowered and emasculated them, parents who were frustrated with co-ed schools, teachers who helped pave the road to college, and administrators who saw in Black male academies the advantages of privatizing education.
Publisher: University of Minnesota Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Black Mask-ulinity: A Framework for Black Masculine Caring

Editor: Lisa Bass
Abstract: Black Mask-ulinity: A Framework for Black Masculine Caring is a collection of research, narratives, essays, and conceptual works to lay the foundation for an important emerging theoretical framework: Black Masculine Caring (BMC). This framework facilitates an understanding of the teaching and leading styles of Black males, and seeks to improve the educational experiences of Black male students. This book is significant in that it builds upon feminist ethic of caring frameworks and takes readers on a journey toward understanding the ethic of caring through a masculine lens. Authors explore the experiences of caring school leaders; Black male students in need of care; Black males as caring fathers; Black males as caring spiritual leaders; and Black males as caring institutional leaders. This book is appropriate for students at both the undergraduate and graduate levels in classes including the foundations of education, the sociology of education, ethics in educational leadership, teacher preparation, Black studies, and scholars seeking a deeper experience in their study of the ethics of caring.
Publisher: Peter Lang
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

By the Light of the Silvery Moon: Teacher Moonlighting and the Dark Side of Teachers' Work

Editor: Eleanor J. Blair
Abstract: By the Light of the Silvery Moon is the first book to provide a thorough review of the research on the topic of teacher moonlighting, looking deeply into the intricate workings of a profession that is at least imperiled or, in the best of scenarios, a profession that is in transition. Teachers play a critical role in society, so teaching needs to be a sustainable profession where teachers may still moonlight, but the opportunities to expand the status as well as the content and context of their work are unlimited. This book will fill an important gap in the literature by bringing together the research and situating it within a broader conversation about teachers’ work.
Publisher: Myers Education Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Carpetbagging America’s Public Schools: The Radical Reconstruction of Public Education

Author: Curtis J. Cardine
Abstract: Carpetbagging America's Public Schools probes the financial intrigue underlying the charter school industry. This book is a forensic accounting analysis of the financial effects of twenty years of charter schools and vouchers on the publics investment in public education. Written from an insider’s perspective by an early advocate for charter schools, the work exposes the underbelly of the radical deregulation of our public schools.
Publisher: Rowman & Littlefield Publishers
key words:

Celebrity, Aspiration and Contemporary Youth: Education and Inequality in an Era of Austerity

Author: Heather Mendick
Author: Kim Allen
Author: Laura Harvey
Author: Aisha Ahmad
Abstract:

Celebrity, Aspiration and Contemporary Youth uses the lens of celebrity to explore how young people think about their futures under austerity. Based on an interdisciplinary study, the book offers fresh insights into contemporary youth aspirations and inequalities. It helps us to understand young people's transitions into adulthood at a time of socio-economic 'crisis'. Using young people's 'celebrity talk' to explore their aspirations, the authors challenge stereotypes of young people as a fame-hungry, get-rich-quick generation. Instead, they show how young people engage critically with celebrity and its discourses. Key chapters focus on how young people talk about youth, work, authenticity, success, happiness, money and fame in relation to their own lives and those of celebrities. Each of these chapters contains a case study of an international celebrity, including, Beyoncé, Will Smith, Bill Gates, Prince Harry and Kim Kardashian. The authors conclude with possibilities for social change. They show that celebrity offers an important way of working with young people to critically explore what futures are possible and for whom.

Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Changing the Status Quo: Courage to Challenge the Education System

Author: Scott D. Wurdinger
Abstract: Assessment, technology, and racial discrimination are three status quos that negatively impact the way educators teach and how students learn. The education system must change and courage is required to speak out against ideas and practices that do not work so we can improve learning for all students.
Publisher: Rowman & Littlefield Publishers
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Childcare, Early Education and Social Inequality: An International Perspective (Edulife Lifelong Learning series)

Author: Hans-Peter Blossfeld
Editor: Nevena Kulic
Editor: Jan Skopek
Editor: Moris Triventi
Abstract: Recognizing that social change over recent decades has strengthened the need for early childhood education and care, this book seeks to answer what role this plays in creating and compensating for social inequalities in educational attainment. Compiling 13 cross-national and multidisciplinary empirical studies on three interrelated topics, this book explores how families from different social backgrounds decide between types of childcare, how important parental care and resources at home are for children's educational success and the consequences of early education and care for children's diverging educational destinies. Analysing a currently neglected area in sociological research, expert contributors employ the most recent country-specific longitudinal datasets in order to provide an up-to-date portrayal of the patterns and mechanisms of early educational inequality. With its extended analytical window ranging from short- to long-term educational outcomes this book will undoubtedly appeal to students and scholars in the fields of childcare, education, and social inequality. It also contains important suggestions and evidence for practitioners and policymakers trying to combat inequality in educational opportunities.
Publisher: Edulife Lifelong Learning
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Children at the Center: Transforming Early Childhood Education in the Boston Public Schools

Author: Betty Bardige
Author: Megina Baker
Author: Ben Mardell
Abstract: Children at the Center provides a closely observed account of a decade-long effort to reshape the scope, direction, and quality of the Boston Public Schools’ early childhood programs. Drawing on multiple perspectives and voices from the field, the authors highlight the reflective, collaborative, inquiry-driven approach undertaken by the program and share lessons learned.  They show how the Boston Public Schools Department of Early Childhood was able to work with and against the constraints of the current accountability system to create a holistic, child-centered, play-based program that has had a significant impact in narrowing income-based learning gaps.
Publisher: Harvard Education Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Collaborative School Leadership: Managing a Group of Schools

Author: David Middlewood
Author: Ian Abbott
Author: Sue Robinson
Abstract:

Collaborative School Leadership investigates how and why more collaboration is taking place in a wide range of settings in the UK, South Africa, New Zealand, China, the USA, the Seychelles, Tanzania and Greece, and considers the implications for leadership and the overall effectiveness of schools. David Middlewood, Ian Abbott and Sue Robinson explore various models of collaboration, considering their strengths, weaknesses and how they affect school leadership, including: executive leadership, school-to-school collaboration, federations, alliances, and academy chains. Using case studies, points of reflection, and further reading and summaries, this volume emphasizes how skills and approaches used by leaders of single schools are not automatically transferable to the leadership of several schools and proposes possible ways forward for leadership and consider potential implications for education systems as a whole.

Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Commitment and Common Sense: Leading Education Reform in Massachusetts

Author: David P. Driscoll
Abstract: Commitment and Common Sense tells the inside story of how Massachusetts became a national model for education. Twelve years after the passage of the state’s comprehensive education reform law in 1993, Bay State student scores rose to the top of “the nation’s report card” (the National Assessment of Educational Progress) in fourth- and eighth-grade reading and math—and have stayed there ever since. This book is full of lively anecdotes and wisdom born from experience in the trenches of education politics at local, state, and national levels. Driscoll offers unique insights for current and future education leaders interested in learning more about the keys to Massachusetts’s success and understanding of the power of state policy to effect change.
Publisher: Harvard Education Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Competency-Based Education: A New Architecture for K-12 Schooling

Author: Rose L. Colby
Abstract:

Competency-Based Education introduces educators to a new model for anytime, anywhere schooling and provides tools and curriculum resources for redesigning the traditional structures of K–12 schools. Based on pioneering work across multiple states, the book shows how educators can design central elements of competency-based education—including performance tasks, personal learning plans, and grading systems—to meet the needs and interests of all students. The book incorporates case studies and voices from the field, and examines the variety of competency models that schools have adopted, highlighting the benefits for students.

 

Publisher: H
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Contemplating Dis/Ability in Schools and Society: A Life in Education

Author: David J. Connor
Abstract: This book chronicles the professional life of a career-long, inclusive educator in New York City through eight different stages in special and general education. Developing a new approach to research as part of qualitative methodology, David J. Connor merges the academic genre of autoethnography with memoir to create a narrative that engages the reader through stories of personal experiences within the professional world that politicized him as an educator. After each chapter’s narrative, a systematic analytic commentary follows that focuses on: teaching and learning in schools and universities; the influence of educational laws; specific models of disability and how influence educators and educational researchers; and educational structures and systems—including their impact on social, political, and cultural experiences of people with disabilities.
Publisher: Lexington
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Contemporary Feminist Research from Theory to Practice

Author: Patricia Leavy
Author: Anne Harris
Abstract: Exploring the breadth of contemporary feminist research practices, this engaging text immerses the reader in cutting-edge theories, methods, and practical strategies. Chapters review theoretical work from around the globe and describe approaches to conducting quantitative, qualitative, and community-based research with participants; doing content or media analysis; and evaluating programs or interventions. Ethical issues are addressed and innovative uses of digital media highlighted. The focus is studying gender inequities as they are experienced by individuals and groups from diverse cultural, racial, and socioeconomic backgrounds, and with diverse gender identities. Delving into the process of writing and publishing feminist research, the text covers timely topics such as public scholarship, activism, and arts-based practices.
Publisher: Guilford Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Creating Joyful Classrooms: A Positive Response to Testing and Accountability in the Elementary School

Author: Sarah M. Butzin
Abstract: Creating Joyful Classrooms is a practical response to the malaise in America’s schools created by high stakes testing, disrespect for the teaching profession, and resources being redirected to charter schools and private school vouchers. Classroom teachers feel helpless and students feel hapless. Joy has left the building. This book offers the antidote to return joy and passion to teaching and learning. Whether a beginning teacher or a seasoned veteran, this book shows the way back to timeless child-centered best practices that engage young children and increase academic achievement. As joyful classrooms multiply, their success will drive out the poisonous rancor of cynicism and despair to become beacons of hope for children everywhere. This book also makes the case for changing the status quo in the elementary school. The standard traditional grade school is failing to meet the needs of children growing up in the information age. Elementary schools must evolve into multi-grade, multi-dimensional safe havens that challenge children academically, while remembering to cherish childhood. Based upon the theory of invitational education, this book provides specific strategies, along with classroom management tools, to create highly engaging classrooms for young children. It also offers inspiring stories of heroic teachers who beat the odds to bring joy back to school. It’s not too late for a better tomorrow.
Publisher: Rowman & Littlefield
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Cultivating a Culture of Learning: Contemplative Practices, Pedagogy, and Research in Education

Editor: Kathryn Brynes
Editor: Jane Dalton
Editor: Elizabeth Hope Dorman
Abstract: Cultivating a Culture of Learning illustrates practice from a variety of teacher education programs. Authors share their first-hand experience of cultivating a culture of learning as teacher educators. The insights and challenges are shared to stimulate conversation and engender future pedagogy and research in contemplative education.
Publisher: Rowman & Littlefield Publishers
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Deep Learning in Introductory Physics: Exploratory Studies of Model-Based Reasoning

Author: Mark J. Lattery
Abstract: Deep Learning in Introductory Physics: Exploratory Studies of Model-Based Reasoning is concerned with the broad question of how students learn physics in a model?centered classroom. The diverse, creative, and sometimes unexpected ways students construct models, and deal with intellectual conflict, provide valuable insights into student learning and cast a new vision for physics teaching. This book is the first publication in several years to thoroughly address the "coherence versus fragmentation" debate in science education, and the first to advance and explore the hypothesis that deep science learning is regressive and revolutionary. Deep Learning in Introductory Physics also contributes to a growing literature on the use of history and philosophy of science to confront difficult theoretical and practical issues in science teaching, and addresses current international concern over the state of science education and appropriate standards for science teaching and learning.The book is divided into three parts. Part I introduces the framework, agenda, and educational context of the book. An initial study of student modeling raises a number of questions about the nature and goals of physics education. Part II presents the results of four exploratory case studies. These studies reproduce the results of Part I with a more diverse sample of students; under new conditions (a public debate, peer discussions, and group interviews); and with new research prompts (model?building software, bridging tasks, and elicitation strategies). Part III significantly advances the emergent themes of Parts I and II through historical analysis and a review of physics education research.
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Designing Gifted Education Programs and Services: From Purpose to Implementation

Author: Scott J. Peters
Abstract: This book is intended to support educators in the design and implementation of comprehensive gifted education plans. From planning to actual implementation, this book takes the reader from goals and purpose to assessing student needs and program design. The authors begin with a broad overview of best practices in programming and services, highlighting connections to student needs, programming standards, and state laws. Their recommendations include philosophical, cultural, and practical considerations and data-based decision making. In this book, Peters and Brulles guide the reader through the process of determining the most optimal programming methods for schools to take based on their individual needs and circumstances. With this book, schools will be able to design and develop programs and/or services that lay the foundation necessary to ensure all students are appropriately challenged.
Publisher: Prufrock Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Developing the Expertise of Primary and Elementary Classroom Teachers: Professional Learning for a Changing World

Author: Tony Eaude
Abstract:

Developing the Expertise of Primary and Elementary Classroom Teachers challenges many current assumptions about primary education. Tony Eaude uses international research and the experiences of teachers at different career phases to indicate that primary classroom teachers with a high level of expertise adopt a wide repertoire of strategies and a flexible, reciprocal and intuitive approach to planning, assessment and teaching. He explores why a deep understanding of how young children learn, the ability to create an inclusive environment, relationships of care and trust and teachers who are attuned to children are essential. Eaude argues that to develop qualities such as confidence and resilience, to exercise informed intuition and to create a robust professional identity, many constraints on manifesting expertise, some of which are emotional, some more structural, must be overcome.

Drawing on the research on professional learning, Eaude shows that these abilities and qualities are learned over time, through regular, sustained, contextualised opportunities, relating theory and practice, with the years soon after qualification particularly significant. He highlights that the professional knowledge and judgement required in complex, changing situations is acquired and refined mainly through guided practice and experience backed by reflection and engagement with research. The need for supportive professional learning communities and for policy which encourages primary classroom teachers' enthusiasm, creativity and willingness to innovate is emphasised and an enriched apprenticeship model – using a variety of processes, including observation of other teachers, practice, mentoring, case studies and discussion – is advocated.

Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Digital Personalization in Early Childhood: Impact on Childhood

Author: Natalia Kucirkova
Abstract:

Digital personalization is an emerging interdisciplinary research field, with application to a variety of areas including design, education and publication industry. This book focuses on children's education and literacy resources, which have undergone important changes with the 'personalization revolution' in the early 21st century.

The author develops original insights from educational research and her own studies concerned with digital and non-digital personalization, to discuss in a clear and critical way the thinking, research issues and practical implications of this new field. She scrutinises the character of technology-based personalized education to substantiate the claim that the current models of personalized education tend to be technology- and business-driven, with little pedagogical understanding of the social value of personalization. Research involving touchscreens, personalized books and 2-8-year olds is interrogated for its impact on children's development of language, creativity, identity, as well as family dynamics and classroom dialogue. The literature available on digital and non-digital personalization is discussed in relation to five key themes of personalized education, the so-called 5As: autonomy, authorship, aesthetics, attachment and authenticity. It is argued that the 5As need to be anchored in humanist principles for a sustainable pedagogy and practice. Based on the insights from research with typically and atypically developing children, Kucirkova proposes personalised pluralisation, as a pedagogical framework of personalized education for the future. The book aims to help scholars and professionals understand the connections between personalization and literacy, personalization and education, and personalization and wider socio-moral issues.

Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Digital Technologies in Early Childhood Art: Enabling Playful Experiences

Author: Mona Sakr
Abstract:

Through art children make sense of their experiences and the world around them. Drawing, painting, collage and modelling are open-ended and playful processes through which children engage in physical exploration, aesthetic decision-making, identity construction and social understanding. As digital technologies become increasingly prevalent in the lives of young children, there is a pressing need to understand how digital technologies shape important experiences in early childhood, including early childhood art. Mona Sakr shows the need to consider how particular dimensions of the art-making process are changed by the use of digital technologies and what can be done by parents, practitioners and designers to enable children to adopt playful and creative practices in their interactions with digital technologies. Incorporating different theoretical perspectives, including social semiotics and posthumanism, and drawing on various research studies, this book highlights how children engage with different facets of art-making with digital technologies including: remix and mash-up; distributed ownership; imagined audiences and changed sensory and social interactions.

Publisher: Bloomsbury
key words:

Doing PDS: Stories and Strategies from Successful Clinically Rich Practice

Editor: Keli Garas-York
Editor: Pixita del Prado Hill
Editor: Leslie K. Day
Editor: Kim Truesdell
Editor: Susan Kellers-Mathers
Abstract: SUNY Buffalo State is a unique urban comprehensive liberal arts public institution serving a large number of first generation college students. One flagship program at the college is the Professional Development Schools (PDS) consortium. Beginning in 1991 with one partner school, the SUNY Buffalo State PDS consortium now partners with approximately 45 schools locally, in Western New York, New York City, and across five continents. This book seeks to share the skills, knowledge, and examples of evidence-based practice of this innovative program to offer readers ideas for how teacher education and professional development might be re-conceptualized and re-energized.
Publisher: Information Age
key words:
1 - 30 of 216 Items     1 2 3 4 5 6 7 8 > >>